Executive Summary

Waterford-Kettering High School

Waterford School District

Mr. Jeffrey Frankowiak, Principal

2800 Kettering Drive
Waterford, MI 48329-3412

Document Generated On November 3, 2015

TABLE OF CONTENTS

Introduction

Description of the School

School's Purpose

Notable Achievements and Areas of Improvement

Additional Information

Executive Summary
Waterford-Kettering High School

Introduction
Every school has its own story to tell. The context in which teaching and learning takes place influences the processes and procedures by
which the school makes decisions around curriculum, instruction, and assessment. The context also impacts the way a school stays faithful
to its vision. Many factors contribute to the overall narrative such as an identification of stakeholders, a description of stakeholder
engagement, the trends and issues affecting the school, and the kinds of programs and services that a school implements to support student
learning.

The purpose of the Executive Summary (ES) is to provide a school with an opportunity to describe in narrative form the strengths and
challenges it encounters. By doing so, the public and members of the school community will have a more complete picture of how the school
perceives itself and the process of self-reflection for continuous improvement. This summary is structured for the school to reflect on how it
provides teaching and learning on a day to day basis.

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Executive Summary
Waterford-Kettering High School

Description of the School

Describe the school's size, community/communities, location, and changes it has experienced in the last three years. Include
demographic information about the students, staff, and community at large. What unique features and challenges are associated
with the community/communities the school serves?

Waterford Kettering High School is one of two comprehensive 9 - 12 high schools in the Waterford School District, which also includes a
third, alternative school. Kettering High School enrollment numbers approximately 1350 students in a school district of 10,500. Kettering High
School has experienced a drop in enrollment in each of the past three years. The district's demographic has
experienced moderate change as well as a moderate increase in minority populations and ethnic subgroups. There has been an increase of
students of low socioeconomic status (SES). Many of the staff at Kettering High School live in the community, and many are graduates of the
school district.

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Executive Summary
Waterford-Kettering High School

School's Purpose

Provide the school's purpose statement and ancillary content such as mission, vision, values, and/or beliefs. Describe how the
school embodies its purpose through its program offerings and expectations for students.

Waterford Kettering High School's vision statement is congruent with the Waterford School District. "Inspire, Educate, and Empower our
students for their future!"

Kettering High School offers a wide variety of courses to meet the varying needs of the student population. In addition to all required core
courses, there are ample offerings in Performing and Visual Arts (PAVA), Advanced Placement (AP) courses in all core subject areas and
numerous electives including World Language, which offers as many as five (5) different levels. Other offerings include Careers With
Children, STEM courses (robotics, engineering, etc.), LINK Crew (peer mentoring), Student Leadership class.
The instructional model for Students with disabilities (SWD) has been modified and enhanced in the past few years, leading to greater
achievement for students who receive support services at a variety of levels. Our Autistic Impaired program (AI) serves a very specific
population of students in a supportive and nurturing environment, and also offers general education students the opportunity to serve as
mentors to those students, in our Anchor program.

As a further means of providing opportunities to students, each comprehensive high school offers students the chance to take courses at one
building that the other may not offer. Students at Kettering and Mott High School have the ability to travel to the other school during the day
for regularly scheduled courses, via district provided transportation. We further offer students opportunities for dual enrollment in college
courses we are not able to offer at the high school level.

Through programs such as Students Leading Students (SLS), Gay-Straight Alliance (GSA), Positive Peer Influence (PPI) Kettering High
School has created a positive, student centered environment and sense of social justice, in which students feel safe and empowered.

Suspensions and expulsions have been greatly reduced over the past several years, and specific attention has been paid to reducing
absence and tardiness. A variety of support measures and resources are in place for students.

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Executive Summary
Waterford-Kettering High School

Notable Achievements and Areas of Improvement

Describe the school's notable achievements and areas of improvement in the last three years. Additionally, describe areas for
improvement that the school is striving to achieve in the next three years.

Waterford Kettering High School has strived to improve in the areas of reading, writing, mathematics, and the establishment of a positive
student culture with an emphasis on social justice. We are pleased to report that we have made strides in our achievement areas in closing
the gaps over the last three years. Measurable data points include increased ACT scores for 11th grade students; a rate of growth on NWEA
tests which exceeds expectations, and in some subareas exceeds national norms; a decreased failure rate for core academic courses,
including for students with disabilities (SWD).

We have seen marked decreases in students demonstrating behavior which violates our student code of conduct.

Within the next three years we are hoping to continue to maintain a closed gap with our subgroups while continuously increasing our student
achievement. We have adopted several research based instructional strategies, including (but not limited to) Reading Apprenticeship
(RAISE) and Making Thinking Visible. Additionally we have restructured our support delivery to students with IEPs to be less restrictive and
provide programs more conducive to each student's individual disabilities. Consistent with the Waterford School District in all areas, we
adopted the Learning Target Theory of Action (LTTA) in all classrooms, in an effort to make instruction more explicit and focused. Further, at
an introductory level, we have made efforts to create a student-centered learning environment by incorporating the Gradual Release of
Responsibility model.

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Executive Summary
Waterford-Kettering High School

Additional Information

Provide any additional information you would like to share with the public and community that were not prompted in the previous
sections.

Waterford Kettering High School continues to grow and develop our programs and experiences for our students. Teachers are invited to be
part of the School Improvement Process, provide input in a variety of ways, and collaborate professionally via Professional Learning
Communities (PLCs).

In 2015-16 we are enhancing instructional delivery with the construction of new science labs, replacing the 50 year old spaces with modern,
appropriate, and future-focused learning space. We will continue the integration of tablet/iPad technology to enhance instruction, and will
continue to develop research based instructional strategies introduced previously. Lab classes in core areas such as math and reading are
being introduced as a means of creating a targeted early intervention for students for whom data shows will benefit from this model.

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